This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.
","abstract_html":"<p>This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.</p>","abstract_has_math":false,"creators":["Koech, Japheth"],"institution":"University of Central Florida","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Gunter, Glenda"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T05:09:59Z","subjects":["Grounded design practice; uses of scientific based research and theory; design of online instructions; higher education","Education","Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0005821"],"render_values":[{"text":"CFE0005821","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/1224","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gunter, Glenda"]},{"key":"dc:creator","label":"Author","values":["Koech, Japheth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["University of Central Florida"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Dissertation (Open Access)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Grounded design practice; uses of scientific based research and theory; design of online instructions; higher education","Education","Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0005821"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/1224"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
","Doctor of Philosophy (Ph.D.)","College of Education and Human Performance","Education; Instructional Technology"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Grounding Design of Instruction: An exploration of the uses of Scientific-Based Research and Theory in the Design of Online Instruction by Faculty in Higher Education"]}]}],"canonical_facts":{"dc:contributor":["Gunter, Glenda"],"dc:creator":["Koech, Japheth"],"dc:description":["If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
","Doctor of Philosophy (Ph.D.)","College of Education and Human Performance","Education; Instructional Technology"],"dc:description.abstract":["This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.
"],"dc:format":["application/pdf"],"dc:identifier":["CFE0005821"],"dc:identifier.uri":["https://stars.library.ucf.edu/etd/1224"],"dc:language":["English"],"dc:publisher":["University of Central Florida"],"dc:subject":["Grounded design practice; uses of scientific based research and theory; design of online instructions; higher education","Education","Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
"],"dc:title":["Grounding Design of Instruction: An exploration of the uses of Scientific-Based Research and Theory in the Design of Online Instruction by Faculty in Higher Education"],"dc:type":["Doctoral Dissertation (Open Access)"]},"updated_at":"2026-07-24T05:09:59Z"}